Evolution and adoption of contributor role ontologies and taxonomies

Contributor Role Ontologies and Taxonomies (CROTs) are standard vocabularies to describe individual contributions to a scholarly project or research output. Contributor Roles Taxonomy (CRediT) is one of the most widely used CROTs, and has been adopted by numerous journals to describe author's contributions, and recently formalized as a ANSI/NISO standard. Despite these developments, there is still much work left to be done to improve how CROTs are used across different research domains, research output types, and scholarly workflows. In this paper, we describe how CROTs could be extended to include roles from various disciplines in an ethical and inclusive manner. We explore potential approaches to apply CROTs to diverse research objects and various disciplines; as well as envision their integration into various scholarly workflows, such as promotion and tenure in academic institutions. Lastly, we discuss potential mechanisms for wide adoption and use. While acknowledging that improving current systems of attribution is a slow and iterative process, we believe that engaging the community in the evolution of CROTs will ultimately enhance the ethical attribution of credit and responsibilities in scholarly publications.     

Gender-blind racism in the experience of schooling and identity formation

Much of the research dealing with education and race has concentrated on the experiences of black males. Research now needs to address the issue of how schools affect the production of black femininities. The aim is to explore how both black males and females adapt to schooling, and school exclusion in particular. Previous theoretical models often situate black women within the stereotype of the ‘superwoman’ and negate the experiences of black females in families that are not female-headed. Previous research also suggests that much of the black male pupil response to schooling is based on the way in which teachers equate disaffection with black masculinity. The study draws on research in schools with pupils aged from 13 to 15 years when observed and interviewed. Many pupils responded to schooling in a way that cut across race and gender. Pupils often attempted to subvert the traditional relationship of teacher as powerful and pupil as powerless, reacting to this relationship through their own racial and gendered backgrounds. It is argued that teachers often speak of black pupils in homogeneous ways when in fact gendered differences exist. The issue of how schools construct blackness is addressed and it is argued that too often this is simply to equate race with masculinity.     

Are Integrated Learning Systems Good For Teachers Too?

ABSTRACT

The formal evaluation of Integrated Learning Systems (ILSs) in United Kingdom schools has raised questions about the professional development of teachers as they worked with pupils using the system. In this paper we will present evidence to show that by encouraging the use of information technology for more effective management of learning, and through the use of diagnostic material provided by the system about students, the use of ILSs can encourage the professional development of individual teachers.     

A New Heuristic Device for the Analysis of Israel Education: Observations from a Jewish Summer Camp

In this article, I propose some new terminology and analytic tools that help us reflect on Israel educational activities with more sophistication. I analyze data from a four-week observation of a Jewish summer camp and new terminology is proposed from the analysis of the data collected during that observation. I argue that we may view Israel education through the prism of a graph along two axes: hi-resolution/lo-resolution, and disconnected/connected. I use this graph to reflect on my summer camp data and propose its use for other contexts of Israel education.     

LibQUAL Revisited: Further Analysis of Qualitative and Quantitative Survey Results at the University of Mississippi

This paper updates an earlier 2010 longitudinal study of LibQUAL qualitative and quantitative data from the University of Mississippi libraries with an additional year of LibQUAL data, collated with other library-collected data such as gate-count numbers. In doing so, it identifies several results that are not satisfactorily analyzed by LibQUAL, and it concludes that a more specialized local survey may be helpful to supplement or supplant LibQUAL.     

Introduction

This article highlights the speakers and their topics presented at the MidSouth eResource Symposium held at Mississippi State University (MSU) Libraries on August 11, 2011. The Symposium was co-sponsored by EBSCO Information Services, North American Serials Interest Group's (NASIG) Continuing Education Committee, and MSU Libraries. Burdened with flat or decreasing budgets and the need for more digital collections driven by patron preferences, libraries continue to face many challenges. This year's Symposium presentations focused on the acquisition and management of e-resources, and provided attendees with knowledge of new and emerging technologies related to electronic resources and the digital environment.     

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’ typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.     

Conceptualisations of literacy and literacy practices for children with severe learning difficulties

Literacy is traditionally narrowly conceptualised as a set of skills related to accessing and generating written or printed text. For children designated as having severe learning difficulties (SLD), who are unlikely to develop these ‘conventional’ literacy skills, such a conception implies their semi‐literacy or nonliteracy. Although conceptions of multimodal literacy and multiliteracies have rarely been applied to this group, broader understandings of literacy that include a range of activities, modes and media provide greater opportunities for including these learners in literacy practices. Drawing upon our research with teachers of this group of children and young people, we illustrate these literacy practices. We note, however, that such practices are often haphazard, not coherently thought through, and that there is much confusion regarding any distinction between communication and literacy. We argue for literacy as a specific form of communication, but conclude that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.     

Circulatory effects of fluid loss and fluid intake during exercise

Abstract

Cardiorespiratory responses to two levels of exercise (133 and 200 W) on a bicycle ergometer were measured in nine subjects before and after a 1‐h outdoor run of 12.8 km completed in ambient temperatures of 20–25° C. After the run, the subjects showed a mean weight loss of 1.49 kg; the laboratory exercises produced higher mean levels of O2 consumption than before the run (1.91 and 2.66 1 min‐1 compared with 1.80 and 2.46 1 min‐1) and higher mean heart rates (141 and 158 beats min‐1 compared with 115 and 140 beats min‐1); and lower levels of stroke volume (83 and 85 ml compared with 109 and 101 ml) and of cardiac output (11.6 and 13.3 1 min‐1 compared with 12.6 and 14.1 1 min‐1). Five subjects were studied in a similar way on a second occasion when they consumed 1.25 1 of a dextrose‐electrolyte solution during the first 45 min of the outdoor run. Differences in the exercise variables measured before and after the outdoor run were now small or insignificant. It is postulated that in the first study uncompensated loss of body water reduced plasma volume and cardiac filling, thus reducing stroke volume and cardiac output. Such changes jeopardize body temperature regulation during exercise.